Assignment Directions:
Create a WebQuest unit that involves learners in researching Web- and nonWeb-based information sources while engaging students in problem-solving activity in your classroom. Students should use higher-order thinking skills, so that they locate, analyze, evaluate, and transform the information into a form that shows they have solved the problem and learned in the process. The units can be designed for one subject or can be interdisciplinary, and should aim for a period of one to two weeks in a class. Program Expectation Addressed:
Students will be able to identify, use, and assess software designed for classroom settings including productivity tools, information access/telecommunications tools, construction tools, multimedia/hypermedia tools, evaluation/portfolio tools, and computer-based instruction. (Program: 1.1; ISTE 4.2.1; 4.2.2; 4.2.4; 4.2.6; 4.3.1; 4.3.2; 4.3.3; 4.5.1)
Students will be able to demonstrate that they, themselves, are fearless and effective models of learning technology. (Program: 1.4)
Students will be able to demonstrate the ability to employ a variety of instructional approaches for integrating technology, including problem-based learning, project-based learning, and interdisciplinary instruction. (Program: 2.2; ISTE 5.6.1)
Students will be able to develop curricula and lessons that integrate technology that are appropriate for their students. (Program 5.1; ISTE 5.6.2)
Students will be able to identify and effectively use national, state, and local guidelines to develop curriculum plans for integrating technology in the K-12 environment. (Program 5.2; ISTE 5.1.2)
Students will be able to demonstrate the ability to employ a variety of assessment tools and strategies to evaluate their students’ technology-based work. (Program 5.4)
Requirements
** Introduction -- sets the stage and provides background information
Task -- authentic, doable, and interesting
Process -- a description of the steps through which learners will accomplish the task
Information sources -- web and non-web bases sources
Guidance -- suggestions about how to organize the information. Include scaffolding -- e.g., guides for collecting & categorizing information, and models and examples of what you want students' work to include and look like [you may build this into Process section if you wish]
Evaluation rubric -- by what criteria and process will students' work be assessed
Conclusion -- how closure of the inquiry will be completed and the results of students' inquiry will be shared with others outside the classroom
Notes to Teachers page including title; subject; grade level; number of days intended; context within your curriculum for the WQ; standards; inquiry objectives; ideas for adapting or modifying the WQ for other grade levels or subjects; reflections on using the WQ; and acknowledgements (see citation format examples)
Description of your WebQuest plan on your WQ Notes to Teachers Web site**
The Teacher Page will constitute your initial plan for the WQ, and following items should be included:
WebQuest title
Subject matter area(s)
Grade level
Planned length in days
Drafts of your ideas for the first three sections of your WQ, including:
Introduction scenario
Task statement
Brief list of steps in your Process section
Context of the WQ within your curriculum (what topics would come before and after this WQ; are there any prerequisite knowledge or skills students need in order to accomplish the WQ?)
Standards addressed -- include at least one one Colorado Technology Standard appropriate for your subject and grade level
The WQ's specific thinking skills or objectives (see Dodge, p. 2, for a list) that constitute your inquiry goals
Ideas for adapting this WQ in other grade levels or subjects [list this category only -- to be completed after you have finished the WQ]
Reflections on use of the WQ in your classroom [list this category only -- to be completed when you have actually taught it!]
Acknowledgements (for use of images, other copyrighted material, or ideas adapted from specific sources like Web sites)
2 Choose at least two Web 2.0 tools that you already reviewed in previous assignment and integrate them into your webquest. You can use the tools 1) to present and explain sections of your webquest to your audience effectively or 2) use the chosen Web 2.0 tools as medium that your students can use while they complete tasks.
Grading
Each part of this assignment will be graded on inclusion and quality of the required components detailed above and the skillfulness/quality of their implementation in the WebQuest framework. See the WQ Evaluation Rubric, which will be used in grading the assignment.
All materials on the WebQuest site should have professional polish!! This means they should be carefully proof-read, preferably by someone other than yourself, with misspellings and grammatical errors corrected. Sites with these kinds of mistakes cannot earn the highest possible marks.
Projects fully meeting the assignment specifications will be awarded a B, with lower grades for less than complete work. Grades higher than B will be given in cases where the work is truly excellent and clearly exceeds my expectations for the assignment. WebQuest Templates and Examples Samples of WebQuests exist on Bernie Dodge's web sites ("Examples") and should be reviewed for design as well as content ideas. You can also usually generate examples of specific topics by doing a Google search on "webquest" and "name of your topic". Ideas from others' work can be worked into this assignment, but the source of such ideas should be cited in the "Sources" page of the final product. However, you are expected to create and implement your own original ideas in your WebQuests, and not simply copy ideas from others.
Web Quest Assignment # 8
Assignment Directions:
Create a WebQuest unit that involves learners in researching Web- and nonWeb-based information sources while engaging students in problem-solving activity in your classroom. Students should use higher-order thinking skills, so that they locate, analyze, evaluate, and transform the information into a form that shows they have solved the problem and learned in the process. The units can be designed for one subject or can be interdisciplinary, and should aim for a period of one to two weeks in a class.
Program Expectation Addressed:
Students will be able to demonstrate the ability to employ a variety of assessment tools and strategies to evaluate their students’ technology-based work. (Program 5.4)
Requirements
2 Choose at least two Web 2.0 tools that you already reviewed in previous assignment and integrate them into your webquest. You can use the tools 1) to present and explain sections of your webquest to your audience effectively or 2) use the chosen Web 2.0 tools as medium that your students can use while they complete tasks.
Grading
Each part of this assignment will be graded on inclusion and quality of the required components detailed above and the skillfulness/quality of their implementation in the WebQuest framework. See the WQ Evaluation Rubric, which will be used in grading the assignment.
All materials on the WebQuest site should have professional polish!! This means they should be carefully proof-read, preferably by someone other than yourself, with misspellings and grammatical errors corrected. Sites with these kinds of mistakes cannot earn the highest possible marks.
Projects fully meeting the assignment specifications will be awarded a B, with lower grades for less than complete work. Grades higher than B will be given in cases where the work is truly excellent and clearly exceeds my expectations for the assignment.
WebQuest Templates and Examples
Samples of WebQuests exist on Bernie Dodge's web sites ("Examples") and should be reviewed for design as well as content ideas. You can also usually generate examples of specific topics by doing a Google search on "webquest" and "name of your topic". Ideas from others' work can be worked into this assignment, but the source of such ideas should be cited in the "Sources" page of the final product. However, you are expected to create and implement your own original ideas in your WebQuests, and not simply copy ideas from others.
Examples from previous classes.
https://sites.google.com/site/kschottwebquest/home
https://sites.google.com/site/webquesthumantrafficking/home
https://sites.google.com/site/famproproject/home
https://sites.google.com/site/webquestelectoralcollege/evaluation/home
https://sites.google.com/site/msloudenswebquest/home
You absolutely can make yours better than these examples!! :)
Solution:
Please see the Web Quest page in my google site:
https://sites.google.com/site/jleitheiseredt3010/home/web-quest-your-race-across-america